As a counselor, you will be making decisions on how to select evidence-based treatments. In your essay, demonstrate the decision-making process that you will use to choose one evidence-based treatment over another. Write a 1,000-1,250-word reflection essay on how to effectively utilize research in order to guide decision-making processes in the counseling profession. Include the following in your essay:

1. A discussion about how qualitative and quantitative research reports guide the decision-making process.
2. A discussion about the key characteristics of effective writing and publication in counseling and psychological research. How do these characteristics guide the decision-making processes?
3. Select a diagnosis and include an example of how research could assist in treatment.
4. Include a minimum of three scholarly resources in addition to the course textbook.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

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More published Utopia in 1516 in the midst of political, social, and religious upheaval in England and Europe.

In England, King Henry VIII was a powerful, even tyrannical leader who was amassing great debts and greater control over life in the realm. More was a councillor to Henry VIII and, from 1529 to 1532, Lord High Chancellor, a powerful position in the British Cabinet today in charge of the independence of the judiciary. In More’s day, it meant he was essentially the highest judge in the realm, a position he used to thwart Henry’s efforts to obtain a divorce, and head of the Royal Court, called the ‘curia regis,’ that would eventually evolve into the House of Lords in Parliament.

A year after More published Utopia, the Protestant Reformation began in earnest with Luther’s publication of the Ninety-Five Treatises, followed by Henry’s creation of the Church of England, with himself as the Head of the Church, beginning in 1529 and completed in 1537. More resisted Henry’s efforts, and in 1533, More refused to attend the coronation of Anne Boleyn, Henry’s second wife, as Queen of England, and More refused to take the Oath of Supremacy of the Crown, seeing the Pope as the final authority on topics like divorce. More was arrested, charged with treason, and beheaded in 1535.

Reading Questions for Utopia:

1. Utopia is a layered pun–as our editors note, in Greek, the word ‘ou-topos‘ translates as ‘no place,’ but ‘eu-topos,’ which sounds the same, means ‘good place,’ (A side note, the NBC tv show ‘The Good Place’ is FULL of puns, philosophical discussions, and very much in the vein of More’s work–it’s a great show, highly recommended), and More’s critique of contemporary English and European society comes from the great differences between the no/good island he imagines here. So, let’s start with the idea of a good place that may not exist–is More’s island a place you’d like to visit? Why or why not? What details stand out either way?

2. As well as the pun on no/good place, More puns with the name of the man who tells of Utopia, Raphael Hythloday, whose name ironically connects the archangel Raphael, who is the angel of healing in Judaism, Catholicism, and Islam, with nonsense, as his last name translates from Greek as “dispenser of nonsense.” What then do we do with Hythloday’s ‘testimony?’ Is it meant to ‘heal’ England and Europe? Or just nonsense because he tells us of Utopia’s ways which include communism and no private property rights, e.g.?

3. The island’s features, which we see on our pages 395-96, tells us that there are 54 cities on the island, that they have a great council at Amaurot, and that everyone from each city must give up two years of their lives to common labor–though Utopia does have slaves, as seen on p. 396. How can a ‘good place’ have slavery, we might well ask? England of course had slaves both at home and in their colonies. The Utopians also have no money, but simply share among the cities the excesses of their harvests as needed–does this sound good to you? Many critiques of socialism and communism begin with the premise that only the promise of wealth (or threat of punishment) can induce people to do the hard labor of farm work or other difficult labor–do you buy that argument as contrasted here?

4. What about the conducting of war? The Utopians, Hythloday tells More, rarely go to war, but when they do, they generally use foreign mercenaries–what do you think that More might be getting at, especially given that the European states of his day were constantly at war with each other on land and sea? They also pay these mercenaries in gold and silver, which they have little use for–what does that suggest to us about More’s view of such in his society?

5. Finally, the last section in our excerpt concerns religion, perhaps the most contentious issue of More’s day in England and Europe. What does it mean to you that Utopians worship a Supreme Being, but were not particularly disposed to hear about Christ or the Catholic Church, and were able to worship as they please, but not able to use any force but persuasion and reason to create fellowships?

Are there any other points you want to raise? Please do so in the comments.

Please add the citations and do not copy.

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1. Describe how computer ethics affect the use of information systems and discuss the ethical concerns associated with information privacy and intellectual property.

2. Explain why and how companies are continually looking for innovative ways to use information systems for a competitive advantage.

3. Describe cloud computing and other current trends that can help an organization address IS infrastructure-related challenges.

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Assignment 10

Devise a lesson plan(s) and assignment that address the historical and cultural significance of the work while allowing for a creative approach to the work.

***Use the book Great Gatsby

Example work:

In order for students to understand the historical context of the novel I would like to do an activity that addresses the historical and cultural context of the book before beginning the novel. I think it would be important to complete the following activity before reading because it will allow for the students to understand and appreciate how popular culture shapes historical fiction. The activity will allow them to understand how the values and events of the time period influenced the novel and should allow them to better understand the characters and story.

Lesson Title: 1920’s Newspaper

Grade level: 11

Title of Unit: The Great Gatsby

Number(s) of lesson in unit: 1-5

Connection to prior learning:

Students will use their knowledge of researching given topics in order to find primary sources related to the 1920’s.

Content objective

Students will be able to find, analyze, and evaluate relevant primary sources from the Library of Congress collections.

Students will be able to create articles and stories based on primary sources.

Literacy Standards

CCSS.ELA-LITERACY.RI.11-12.7

Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Writing Standards

CCSS.ELA-LITERACY.W.11-12.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-LITERACY.W.11-12.3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCSS.ELA-LITERACY.W.11-12.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

CCSS.ELA-LITERACY.W.11-12.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.)

CCSS.ELA-LITERACY.W.11-12.6

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

CCSS.ELA-LITERACY.W.11-12.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Assessment strategies

Students will be assessed on their final product as well as the contributions they made to their group.

Activities

Day 1

Students will be divided into groups of two or three. Each group will receive a primary source to analyze and construct an opinion on life during the 1920’s. Students will record their thoughts on a graphic organizer which will prompt them to, “Observe, Reflect, Question.” Each category will have several questions in order to guide students in their analysis. For a group analyzing a photograph their “Observe” column may ask, “ What people and/or objects are shown? What is the physical setting? What other details do you notice?” For the “Reflect” column they would have questions like, “What is happening in this image? What can you learn from examining this image? How would this image be different today?” Finally, for the “Question” column they could be asked, “What do you wonder about?” A different graphic organizer with different questions would be created for different types of artifacts, i.e. an article versus a photograph. This activity is meant to prepare students to analyze the primary sources that they will find on their own.

Days 2-4

Students will remain in the same groups as the previous day. Each group will be assigned a section from a newspaper. Students will then research the 1920’s using the Library of Congress online collections in order to write their own newspaper articles based on their topic. Topics will include news, sports, advertising, lifestyle, entertainment, editorials, and business. Students will be given key words for each topic to aid in their search and ensure that there is a connection to the text. Students may be given key words such as prohibition, World War I, golf/golf women, yachting, fashion, parties, cars, film, jazz music, Wall Street, and stock market. Students must find primary sources from 1910-1928. Students must keep a list of their resources as they search so that they are able to locate them again. Once students have selected their primary sources they will analyze using similar graphic organizers and prompts. Students will also be asked to consider, “Based on this source, what are some of the values, beliefs, and attitudes of people during this time period?”

Day 5

Students will create a newspaper of historically accurate events. Each group will create one page of the newspaper based on the topic they were given. Students may use copies of local newspapers as a references when creating their section. The class will then combine the sections to create one whole newspaper. Each group will be required to write one news story, editorial, lifestyle story, etc. but may write more than one if they choose. Each group will be given more specific prompts and directions based on their topic.

Differentiation

Students will be placed in groups of differing abilities so that higher level students may assist lower level peers. Inclusion students or ELL students may analyze photographs as their primary source while other group members analyze written primary sources. Each student can then share with the group what they learned from their artifact.

Next Steps

Students will read The Great Gatsby and complete all relevant quizzes, activities, and discussions involved in the reading of the novel. After completing the novel students will revisit their newspaper and add a new fictional article based on the events of The Great Gatsby and their prior knowledge of life during the 1920’s.

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